Improvising for the test: Influences of graded music examinations on the teaching and learning of improvisation within studio lessons

IF 1.2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Music Education Pub Date : 2025-06-29 DOI:10.1177/02557614251338549

Patrick Olsen

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Abstract

Graded music examinations have been a global enterprise as well as a rite-of-passage for music students since the end of the 19th century. Recently, the exams have expanded from their core of Western classical genre to include newer styles with options for improvisation. This research article investigates the influence of these examinations on the teaching and learning of improvisation within instrumental music lessons. Through a case study approach, the study examines how pedagogical practices surrounding improvisation are shaped by the pressures of assessment. Observations of weekly lessons reveal a significant shift in teaching strategies as exam dates approach, transitioning from open-ended exploration to a narrowed focus on specific skills required for success in examinations. The findings highlight the necessity of clear feedback from examiners to enhance the learning experience. Additionally, teachers are encouraged to reconsider the intended audiences of improvisation, balancing examiner expectations with the creative expressions valued by broader concert audiences.

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应试即兴演奏：音乐分级考试对演播室即兴演奏教学的影响

自19世纪末以来，音乐等级考试一直是一项全球性的事业，也是音乐系学生的一种仪式。最近，考试已经从他们的核心西方古典流派扩展到包括即兴选择的新风格。本文旨在探讨这些考试对器乐课即兴演奏教学的影响。通过案例研究方法，本研究考察了围绕即兴创作的教学实践如何受到评估压力的影响。对每周课程的观察表明，随着考试日期的临近，教学策略发生了重大转变，从开放式探索转变为缩小对考试成功所需的特定技能的关注。研究结果强调了从考官那里得到明确反馈以提高学习体验的必要性。此外，鼓励教师重新考虑即兴表演的目标受众，平衡考官的期望与更广泛的音乐会观众所重视的创造性表达。

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来源期刊

International Journal of Music Education Multiple-

CiteScore

3.20

自引率

11.10%

发文量

期刊介绍： The International Journal of Music Education (IJME) is a peer-reviewed journal published by the International Society for Music Education (ISME) four times a year. Manuscripts published are scholarly works, representing empirical research in a variety of modalities. They enhance knowledge regarding the teaching and learning of music with a special interest toward an international constituency. Manuscripts report results of quantitative or qualitative research studies, summarize bodies or research, present theories, models, or philosophical positions, etc. Papers show relevance to advancing the practice of music teaching and learning at all age levels with issues of direct concern to the classroom or studio, in school and out, private and group instruction. All manuscripts should contain evidence of a scholarly approach and be situated within the current literature. Implications for learning and teaching of music should be clearly stated, relevant, contemporary, and of interest to an international readership.